Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner

Although traditional assessments of day care environments have been linked to children's development, understanding of the specific characteristics of the environment that enhance language, literacy, and cognitive development is sketchy. The purpose of this study was to explore the lenvironment for iteracy in day care centers, its relationship with traditional measures of day care quality and its influence on children's cognitive and language development. Observation of the environments in the 30 community-based day care classrooms sampled revealed relatively impoverished environments. Correlation and multiple regression analyses indicated that settings of higher day care quality also had higher quality environments. In separate hierarchical regression analyses, controlling for variance due to family factors, both day care quality and the environment predicted a significant portion of the variance in children's language development but not in children's cognitive development.

Preschool-age children show rapid development in various aspects of their development, including numeracy and language development. Various and appropriate stimulations are expected to optimize their development. Parents as the closest support system for preschool children have a very significant role, especially in helping children optimize their numeracy and language skills. Parents can play an optimal role if they understand children's numeracy and language development. In this community service program, parents are given training on "Optimizing the Learning Environment for Numeracy and Language in Preschool Children" which aims to increase parents' understanding of children's numeracy and language development and efforts to optimize it. The participants were 31 parents and Posyandu cadres in Jatimukti, Sumedang, West Java. Parents' understanding was measured through a pre-test questionnaire administered at the beginning of the training and a post-test questionnaire at the end of the training. The results showed a positive effect of the training on parents' understanding of children's numeracy and language development. Therefore, the results of this training recommend further trainings aimed at improving parents' understanding of language and numeracy development in preschool childrens.

Read It Again (RIA) is a curriculum for pre-kindergarten (pre-K) classrooms that targets children's development of language and literacy skills. A cluster randomized trial was conducted in which 104 pre-K classrooms in the Appalachian region of the United States were randomly assigned to one of three study conditions: Control (n = 30), RIA only (n = 35), or RIA with expanded professional development components (n = 39). This study tested the impacts of RIA on six measures of children's (n = 506) language and literacy development. There was a significant positive impact of RIA on print concepts, and the impacts of RIA on print knowledge and alphabet knowledge were significantly stronger in classrooms with lower-quality literacy instruction. There were no impacts of RIA on children's language development and no impacts of the professional development components. Implications of the findings for implementing scalable, effective strategies to improve key school readiness outcomes for children from economically-disadvantaged backgrounds are discussed.

Strengthening the professional capacity building for kindergarten teachers is crucial for improving the quality of kindergarten education and promoting children's development. In order to explore the impact of the quality of professional capacity building for kindergarten teachers and kindergarten language education activities quality on children's language development, a study was conducted. A total of 1,584 children from 90 kindergartens in 5 provinces in China were randomly selected as research participants. Utilizing an independent sample t-test and correlation analysis (with SPSS 26.0 as the tool), the study analyzed the disparities in the professional capacity building for kindergarten teachers of different types, kindergarten language education activities quality, and the children's language developmental levels, as well as the interrelationships among these factors. A multilevel structural equation model (using MPLUS 8.3 as the tool) was employed to analyze the mediating role that the kindergarten language education activities quality plays between the quality of professional capacity building for kindergarten teachers and children's language development levels. The results indicate that children in public kindergartens demonstrate significantly higher language development levels than those in private kindergartens. A positive correlation exists between the quality of professional capacity building for kindergarten teachers, kindergarten language education activities quality and children's language development levels. Furthermore, kindergarten language education activities quality shows partial mediating effects on the relationship between them. These findings highlight the need to enhance the quality of education in private kindergartens, reduce the disparities in language development levels between private and public kindergartens, and reinforce the quality of professional capacity building for kindergarten teachers to provide effective support for children's language development. Ultimately, the study suggests concentrating on the organization and implementation of kindergarten language education activities as a means of evaluating the quality of professional capacity building for kindergarten teachers.

Children's development is multifactorial. Although there have been several studies exploring the association of children's development with maternal, child, and environmental factors, we are unaware of any study that assessed those factors in children whose mothers were enrolled in a social safety net programme in low- and middle-income countries. This study aimed to identify the factors associated with disadvantaged children's cognitive, language, and motor development at age 6-16 months in deprived settings of urban Bangladesh and to identify relative importance of these factors of children's development. We also explored if there were any gender differences in child development. This cross-sectional study was conducted in a deprived setting of urban Bangladesh. Bayley III was used for assessing children's cognitive, language, and motor development. Multivariable linear regression model was used to find the factors associated with children's development, and dominance analysis was used to explore the relative importance of the factors. Out of the total 599 mother-child dyads, 303 (50.58%) were girls. The factors associated with children's development were length-for-age Z-score (cognitive: B = 1.21 [95% CI = 0.31, 2.11], P = 0.008; language: 1.67 [0.79, 2.55] P < 0.001; motor: 2.15 [1.01, 3.29] P < 0.001) and home environment (cognitive: 0.58 [0.27, 0.89] P < 0.001; language: 0.59 [0.27, 0.92], P < 0.001; motor: 0.44 [0.09, 0.79] P = 0.013). Girls had higher cognitive (1.90 [0.17, 3.6], P = 0.031) and language (2.53 [0.55, 4.51], P = 0.013) development compared with boys. Families with a higher number of under five children within the households had lower language (-1.57 [-2.78, -0.36], P = 0.011) development. Violence against the mother and the families' food security status were not associated with the children's development. Children's length-for-age Z-score (27%) and home stimulation environment (23%) were the most important factors of cognitive development. Children's nutritional status and home environment are important factors for disadvantaged children's development in deprived urban settings of Bangladesh. Both early child development-focussed parenting and nutrition interventions should be considered when designing child development programmes in urban settings in low- and middle-income countries.

Child development can be assessed from several indicators such as language, and social behavior. Nutritional status and mother's knowledge are supporting factors for children's language development. This study aims to identify the correlation between children's nutritional status and mother's knowledge about language stimulation with children's language development in Aisyiyah Bustanul Athfal VI Kindergarten, Kediri City. Using quantitative method with cross-sectional approach, this research was conducted in July 2023. The sample was selected by purposive sampling. Data collection techniques using questionnaires and Denver II instruments. Data analysis used Spearman's rho test and linear regression tests. We found that there was a significant relationship between mother's knowledge and children's language development (p=0.000) and there was no significant relationship between children's nutritional status and children's language development (p=0.332). The multivariate analysis showed that there was a significant relationship between both independent variables with children's language development (significant value F = 0.000). The conclusion obtained is that there is a simultaneously significant relationship between children's nutritional status and mother's knowledge with children's language development.

Parent-child reading is a valuable activity that is widely recognized for its positive impact on children's language development. This paper aims to explore the impact of parent-child reading on children's language development and offers practical strategies for parents to help them promote their children's language skills.The research found that parent-child reading had a significant positive impact on children's language development, particularly in areas such as vocabulary, syntax, and communication skills. Reading with children from an early age can help them develop a strong foundation in language and literacy, which can have long-term benefits in their academic and social lives.The paper also provides several practical strategies for parents to promote their children's language development through reading. These strategies include involving children in the reading process by allowing them to select books and encouraging them to ask questions and share their thoughts about the story. Additionally, parents should select age-appropriate books that match their child's interests and reading level.Overall, this paper highlights the importance of parent-child reading in promoting children's language development and offers practical strategies for parents to help them support their children's language skills. By incorporating these strategies into their daily routine, parents can help their children develop strong language skills, setting them up for success in the future.

Do early care and education services improve language development for maltreated children? Evidence from a national child welfare sample

Early childhood education is crucial in laying a solid foundation for children's language and literacy development. In an era where digital technology is increasingly pervasive in daily life, it is important to understand how digital reading platforms can influence young children's language development. This study aims to explore the relationship between children's self-efficacy in using digital reading platforms and their English language development. Qualitative research methods were employed, collecting data through participatory observation and interviews with parents and early childhood educators. The research sample consisted of 30 children (aged 4-6 years) who regularly use digital reading platforms in formal and informal learning environments. The results indicate a positive correlation between children's self-efficacy levels in digital reading platforms and their progress in understanding and using English. The practical implications of this research emphasize the importance of strengthening children's self-efficacy and selecting appropriate digital reading platforms to support young children's language and literacy development. This study provides valuable insights for educators, parents, and educational technology developers in designing effective learning strategies for young children in the digital age.

The aim of this study is to determine the relationship between preschool children's patterning skills and language development. 67 children (39 girls and 28 boys) of 58-77-month-old (x =67.37; SD=4.39), attending pre-school education have participated in the study. The correlational research model was used to measure the two variables specified for the study and to determine the correlation between them. Preschool Patterning Skills Test was used to measure children’s patterning skills and LAP-3 Development Assessment Scale/Language Development Sub-Dimension was used to measure their language development. As a result of the analysis, it was found that children's patterning skills and language development did not differ according to the gender, but a significant difference was observed according to the education of their parents, in favor of those whose parents have an associate degree or above. Patterning skills and language development were observed to differ positively in favor of 68-77-month-old children and those who perform more than one activity per week. Spearman correlation analysis revealed a positive and significant relationship between children's patterning skills and language development.

Advances in information and communication technology, including the use of gadgets, have affected various aspects of life, including language development in early childhood. This study aims to analyze the effect of gadget use on children's language development, especially early childhood who experience speech delays. The research method used is qualitative with a descriptive approach, using in-depth interviews with parents and children as a data collection technique. The results showed that excessive use of gadgets without supervision can inhibit children's verbal interaction, reduce stimulation from the social environment, and have an impact on speech delay. Other factors, such as lack of direct interaction with parents and excessive sugar consumption, also worsen children's language development. However, with learning strategies based on direct interaction and controlled utilization of devices as learning media, children's language development can be improved. This study emphasizes the importance of parents' role in providing assistance and limiting the use of devices. The results of this study provide insights for parents, educators, and researchers to better understand the impact of technology on children's development and the importance of appropriate stimulation in supporting children's language skills.

The purpose of this study was to find out whether using the Flashcard Assisted Phonics Method could improve children's language development and early reading skills. Variable X (Flashcard Assisted Phonics Method) 9 indicators: 1) sound letters, 2) search for sound letters in words, 3) search for sounds in objects, 4) find sounds in cards, 5) feel letters, 6) search for letters in text, 7) looking for letter equivalents, 8) connecting vowel sounds, 9) forming words. Y1 (child language development) 7 indicators: 1) speak fluently, 2) tell stories, 3) name objects, 4) sort the picture series, 5) tell the pictures they made, 6) follow 1-2 commands, 7) make words. Variable Y2 (initial reading ability) 4 indicators: 1) pronunciation and intonation of sentences, 2) letters that are widely used in words, 3) meaningful new words, 4) familiar and new pronunciation, intonation. Research design: causal quantitative, determination of research area: purposive sampling area, determination of respondents: population research area. Data collection: 1). observation, 2). interview, 3). document. Data analysis 1) Instrument test, 2) Classical assumption test, 3) hypothesis test. Results of t-test the effect of Flashcard Assisted Phonics Method on children's language development (11.829&gt; 2.04841), t test of the effect of Flashcard Assisted Phonics Method on early reading ability (6.667&gt; 2.04841), the results of the F test of the effect of the Flashcard Assisted Phonics Method on children's language development and early reading skills together (83.205&gt; 3.34). So it can be concluded that the Flashcard Assisted Phonics Method has an effect on children's language development and early reading ability and H0 is rejected

Child care quality, family background, and children's development

This study aims to find out about children's language acquisition towards children's language development at the age of 8 years. The purpose of this study is to analyze children's language acquisition at the age of 8 years who experience a phase of speech delay on their language development. Researchers use qualitative research, and this type of research natural observation method involves observing and recording certain behaviors, situations, or events, without direct interaction with the subject. The approach used in this research is a qualitative approach with natural observation methods. Acquisition techniques methods in this observation used 3 ways, namely interview techniques, experiments, and observations. Based on the results of data analysis, children’s language skills are influenced by the first language obtained and environmental factors that children live in. Another factor that affects children's language acquisition is the child's fluency factor, this is the cause of delayed language acquisition in children. Based on the results of the study, language development in children is influenced by the child's language acquisition process. The role of parents is quite important in this aspect of children's language development.

MyTeachingPartner (MTP) is a teacher professional development program designed to improve the quality of teacher-child interactions in pre-kindergarten classrooms and children's language and literacy development. The program includes language/literacy activities and two Web-based resources—video exemplars of effective interactions and individualized consultation—designed to support teachers' high quality implementation of these activities. This study examined the impacts of the MTP Web-based resources on the language and literacy development of 1,165 children during pre-kindergarten. Children whose teachers were randomly assigned to receive access to both the video exemplars and participated in consultation (MTP Consultancy n = 65) made greater gains in receptive language skills during pre-kindergarten compared to children whose teachers were randomly assigned to receive access to the video exemplars only (MTP Video Library n = 69). Further, among MTP Consultancy teachers, more hours of participating in the consultation process was positively associated with children's receptive language development, and more hours implementing the language/literacy activities was positively associated with children's language and literacy development. Implications for improving children's school readiness and promoting teachers' participation in professional development programs are discussed.